This systematic review and meta-analysis examines the impacts of immersive work-based learning (WBL) programs on learner outcomes. Conducted by the CTE Research Network 2.0, the review focuses on programs that align with the Perkins V definition of WBL—connecting education or training to sustained, hands-on engagement with real or simulated workplace tasks. Overall, the study found that giving students hands-on work experience can help them succeed, but the field still has more to learn about when and how WBL works best in practice. 

The study restricted review eligibility to studies that employed group comparison designs and provided sufficient information on their WBL program to verify key components of the Perkins V definition. Of more than 7,000 potentially relevant reports identified through our comprehensive search, only 23 unique studies met both design and WBL criteria; of those, only 21 studies provided sufficient data for meta-analysis. 

Overall, the findings provide promising evidence that WBL can improve learner outcomes, while also highlighting important limitations of the current evidence base. Positive impacts were clearest for internship-based programs, for secondary and postsecondary students, and for outcomes related to academic achievement and advancement and socioemotional health. However, the evidence remains limited in several areas, including impacts for adults in WBL training programs, apprenticeship models, and longer-term employment and earnings outcomes. 

The report highlights several key priorities for strengthening WBL research and practice. These include the need for more rigorous evaluations, clearer reporting of WBL program components, and stronger linked education and workforce data systems to better understand when, how, and for whom WBL improves outcomes.